Brazilian norms for the Bank of Standardized Stimuli (BOSS).

Norms for visual stimuli are critical for designing reliable psychological and neuroscientific studies. However, such normative sets of stimuli are scarce for the Brazilian population. Here, we report norms for the Bank of Standardized Stimuli (BOSS) for Brazilian college students. Sixty-five Brazilian university students rated the initial normative set of BOSS images for familiarity and visual complexity, and produced a name for each object. Data analysis focused on comparing the present norms to prior BOSS norms (English-Canadian, French-Canadian, and Thai) across four normative dimensions: familiarity, visual complexity, modal name agreement, and H value, and considered these dimensions according to whether items pertained to living or non-living domains. Correlation analyses revealed that the present norms show strong similarities to prior BOSS norms, although objects were scored as more familiar in the Brazilian relative to all prior norms, especially relative to the Thai norms. In addition, familiarity was greater for living than for non-living items in the English- and French-Canadian norms, but such difference was absent in the Brazilian and Thai norms, suggesting that familiarity is more strongly affected by culture than by semantic domain. In sum, even when cultural differences are considered, the current study reveals that the images of the BOSS data set are in general well known for Brazilians, demonstrating that they can be useful for psychological and neuroscientific research in Brazil.

Retrieval practice improves learning in children with diverse visual word recognition skills.

A large body of research shows that performing tests is more beneficial for the retention of studied materials than restudying those materials, a phenomenon termed "testing-effect". A contemporary debate on the testing effect literature concerns whether the benefits of tests are equivalent for individuals with different cognitive skills, as the capacity to decode written words, for example. In the current study, we approached this issue in two experiments by examining whether testing is equally beneficial for children with diverse visual word decoding skills. To achieve this goal, we recruited sixth and fourth grade children (experiments 1 and 2, respectively) and administered a reading aloud task to assess their visual word recognition skills, and administered a memory task about an encyclopedic text to promote the testing effect. Memory for the restudied/tested contents of the encyclopedic text were probed after a seven-day interval, and although children from both experiments showed robust testing effects, such effects were not associated with their visual word decoding skills. These findings suggest that children with diverse word decoding skills can be benefited by retrieval practice.

Orthographic neighborhood effects in recognition and recall tasks in a transparent orthography.

The number of orthographic neighbors of a word influences its probability of being retrieved in recognition and free recall memory tests. Even though this phenomenon is well demonstrated for English words, it has yet to be demonstrated for languages with more predictable grapheme-phoneme mappings than English. To address this issue, 4 experiments were conducted to investigate effects of number of orthographic neighbors (N) and effects of frequency of occurrence of orthographic neighbors (NF) on memory retrieval of Brazilian Portuguese words. One hundred twenty-four Brazilian Portuguese speakers performed first a lexical-decision task (LDT) on words that were factorially manipulated according to N and NF, and intermixed with either nonpronounceable nonwords without orthographic neighbors (Experiments 1A and 2A), or with pronounceable nonwords with a large number of orthographic neighbors (Experiments 1B and 2B). The words were later used as probes on either recognition (Experiments 1A and 1B) or recall tests (Experiments 2A and 2B). Words with 1 orthographic neighbor were consistently better remembered than words with several orthographic neighbors in all recognition and recall tests. Notably, whereas in Experiment 1A higher false alarm rates were yielded for words with several rather than 1 orthographic neighbor, in Experiment 1B higher false alarm rates were yielded for words with 1 rather than several orthographic neighbors. Effects of NF, on the other hand, were not consistent among memory tasks. The effects of N on the recognition and recall tests conducted here are interpreted in light of dual process models of recognition. (PsycINFO Database Record